All teachers support the collaborative teaching model
Articulated support from administration
Core teachers understand the value of collaborating, and they’re receptive to ideas for scaffolding and co-teaching.
EAL Staffing
Greater staff to student ratio (in elementary) is necessary to increase push in times and to provide more effective support.
Daily contact with Push In students is ideal in ES and MS
If this is not possible, 3 periods per week as a minimum in core classes
One teacher per grade level (elementary) will allow for ideal number of Push In support and collaborative teaching at grade level, and allow EAL teacher to become part of core grade level team.
Clustering ELLs into fewer numbers of classrooms will allow for ideal conditions to be met.
Smaller Pull Out class sizes – IDEALS:
Grades 1+2 = 8 max.
Grade 3- 5 = 8 max.
Grades 6 – 8 = 8 – 10 students max.
Grades 9 – 10 = 8 – 10 student max.
If these class sizes can not be met, no more than 12 students maximum for Middle and High school.
Planning
Research shows that co-planning with EAL team is a necessary component of a successful EAL program.
Co-planning with Content team/Grade Level Team and Common curriculum documentation maps on ATLAS.
Schedule must be designed to ensure common planning time for EAL teacher and core (grade level) team.
Common understandings/expectations of what happens in Co-planning time in order to make effective planning sessions.
Assessing language acquisition and support levels determined cooperatively with core (grade level) teachers.
Advance planning occurs
Quality planning time
Core teacher shares unit plans
EAL teachers are prepared to share plans and strategies across the grade level team
Both teachers are open to bouncing ideas off each other (and sharing within the grade level
Core teachers ask for assistance/input, eg. “How can I make this more accessible for all my students?”
Teachers plan cooperative learning activities for their students
EAL teachers serve as a resource and communication liaison across the grade level team
School Structures:
Time designated in schedule for weekly co-planning
Teacher/student ratios are manageable (ideally one EAL teacher per grade level)
Core teachers align their programs across teams
EAL teachers align their programs across grade levels
Articulated Curriculum:
Core teacher has articulated curriculum and shares unit plans
Core teachers articulate subject benchmarks
EAL teachers articulate curriculum and goals
Feedback, Reflection and Sharing:
Both teachers work on post-unit evaluation
Core teachers share collaboration success stories with other teachers
EAL teachers share collaboration success stories within the grade level
Benefits of Collaboration:
Mainstream teachers and EAL teachers benefit from one another's expertise in classroom organization, and teaching strategies.
EAL teachers become more aware of the content and language demands of specific subject areas.
Mainstream teachers become more aware of the language demands of their subject and have access to methods appropriate for addressing student language needs in that subject.
Classroom Environment/Interaction:
Cooperative learning occurs within the classroom (as opposed to just lectures or individual activities)
Teachers group students so all students can receive rich input
Teachers vary student groupings
Teachers include all students in discussions
Acknowledge the students' culture
Assessment/Reporting
WIDA Model Kit and training
WIDA W-APT training
Clarification/communication about the admissions process and with the admissions process
Conversations and share time around reporting between divisions, support levels, and campuses.
MAP assessment categories need to be aligned across divisions (high school needs to add Language Component)
Data from MAP assessment needs to be easily accessible to EAL teacher.
Data Management
Centralized Data management and access (K – 12)
Resources
Current/updated/sufficient resources for ELLs at all levels
annual budget for purchasing materials to be used in EAL classes
annual budget for purchasing materials to be used in support of core classes
Current/updated/sufficient resources for teacher PD
teachers attend EAL conferences and workshops that promote current best practices
annual budget for purchasing materials to be used in professional development for classroom teachers
Universal Screening
Reading
Writing
Progress monitoring
Staff knowledge
Admin is knowledgeable about ELL strategies, challenges and program evaluation methods.
EAL faculty is trained as specialists in language learning methodologies, SIOP, RTI, etc.
All faculty has general working knowledge of language learning methodologies, SIOP, RTI, etc.
Professional development, teacher evaluation aligned with SIOP framework
Continual Professional Development around WIDA
Support (monitor & evaluate) for teacher development
Admin Concerns
Parent education about language learning, the value of bilingualism and the EAL program
School Beliefs:
EAL Staffing
Planning
School Structures:
Articulated Curriculum:
Feedback, Reflection and Sharing:
Benefits of Collaboration:
Classroom Environment/Interaction:
Assessment/Reporting
Data Management
Resources
Universal Screening
Staff knowledge
Admin Concerns